<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3105">
    <dcterms:title><![CDATA[Criticism on Edward Said’s Orientalism]]></dcterms:title>
    <dcterms:abstract><![CDATA[Orient was a system of ideological fictions whose purpose was and is to  legitimize Western cultural and political superiority; furthermore, the Western  understanding of the East has grown out of a relationship of power, of dominance, of  varying degrees of complex hegemony. The Orient signifies a system of  representations framed by political forces that brought the Orient into Western  learning, Western consciousness, and Western empire. The Orient exists for the  West, and is constructed by and in relation to the West. It is a mirror image of what is  inferior and alien (&quot;Other&quot;) to the West. Orientalism is &quot;a manner of regularized (or  Orientalized) writing, vision, and study, dominated by imperatives, perspectives, and  ideological biases ostensibly suited to the Orient.&quot; It is the image of the &#039;Orient&#039;  expressed as an entire system of thought and scholarship. The Oriental is the person  represented by such thinking. The Oriental is a single image, a sweeping  generalization, a stereotype that crosses countless cultural and national boundaries.  The term Orient particularly included regions that used to be known as Persia,  Mesopotamia, Asia Minor, and Egypt. As awareness of other Asian countries grew  in European consciousness, the term often came to mean South Asia, Southeast Asia  or East Asia. By the late 19th century, the term usually referred to China, Japan,  Korea and surrounding nations while the British colonists frequently used it when  speaking of India.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[720]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2602">
    <dcterms:title><![CDATA[Croatian Dialects – from Child&#039;s Reception to Methodological Context]]></dcterms:title>
    <dcterms:abstract><![CDATA[One on the main objectives of Croatian elementary school language teaching is to develop „respect towards the language of the Croatian people, its literature and culture“. (Elementary school curriculum, 2006, 25). It originates the tasks of continuous elementary-school learning of themes regarding the three dialects of the Croatian language: Kajkavian, Štokavian and Čakavian, as well as adopting the language standard and the language in other communication situations. A research into students&#039; reception of the Kajkavian dialect and literature showed that the reception of speech or nonspeech dialect opens up possibilities for different interpretations in methodological context. Hence we can speak of different possibilities of access and levels of dialect understanding in terms of the speakers adopting it. Students are showing interest for the dialect either because it is a part of their mother tongue or because it is not, but rather it represents a relatively unfamiliar content. The interest shown should become a methodological incentive in teaching. The paper presents the results of a research on primary school teachers&#039; thoughts on the dialects of the Croatian language. The circumstances influencing the dialect teaching have been examined: awareness of the value of dialect within the Croatian language, understanding the ways of adopting the standard language through dialects, the methods of preparing for classes and issues arising when encouraging language activities in dialects. The results of the research are compared in various speech communities relative to the Kajkavian dialect which is in the focus of the research. The similarities and differences in teachers&#039; thoughts regarding the speach and nonspeech dialect are discussed. A conclusion is reached on the necessity of constant development of teachers&#039; competences relating to this subject matter.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1014]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1648">
    <dcterms:title><![CDATA[Croatian Reformed Pension System Crisis and Models of  Sustainable Optimization]]></dcterms:title>
    <dcterms:abstract><![CDATA[Croatia, as well as many western-economy based countries, is expecting longterm  negative demographic trends when it comes to young and elderly ratio or  natural increase ratio. Social policy objective in the context of pension system  is supposed to be crucial factor in preserving social stability based on longterm  sustainability, not on short-term solutions like abundant debt-funded  pensions directly from national budget. Recent macroeconomic changes in  Croatia, like structural unemployment because of inconsistent demand and  supply on labor market as well as extinction of old and expansion of new  business markets puts Croatian pension system in challenging economic  surroundings. These surroundings identify a new way of approach on  determining future macroeconomic projections and designing a better and  more sustainable fiscal system of which pension system holds substantial part.  The study presents argumented thoughts on previous and recent analyses of  Croatian pension system, mainly from the period after pension reforms in  Croatia that is between 2002 and 2012. Authors of this study identify  fundamental problems and present a new perspective considering the  direction of possible future changes in the pension system, having in mind  recent demographic and public finance trends in Croatian economy. Authors  also present conceptual directions towards optimization of the pension  system, with emphasis on specifically applicable models of optimization  considering pension pillars and other social contributions that are obligatory in  calculating brutto wages. In addition, this study presents interest groups like  pensioners, insured workers, obligatory pension funds and government that  would be affected by proposed models of optimization. Different approaches  in creating motivational factors for pension system optimization had been  analyzed and presented solutions have a built-in trade-off for every analyzed  interest group. Presented models are to be considered for potential  implementation or new reform that would improve pension adequacy rates  without affecting fiscal sustainability of public finance in Croatia.  Keywords: Croatian Pension Insurance, Pension System Reforms, Demographic  Changes, Sustainability, Optimization Level, PAYG.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1514]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/350">
    <dcterms:title><![CDATA[CROSS-LINGUISTIC TRANSFER IN ORAL L2 PRODUCTION OF CROATIAN L1 SPEAKERS LEARNING ITALIAN AS A FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The acquisition process of the target language is characterized by the complexity of linguistic rules in learner’s L1 and linguistic purposes of that particular language. This process accomplishes a system called interlanguage (Selinker, 1972). In this system the linguistic transfer, especially a negative one, often causes a large number of cross-linguistic deviations in the target language. (Medved Krajnović, 2010). Previous research on L1 interference in the acquisition and production of Italian as a foreign language has shown that many different linguistic transfers take place at lexical, phonological, grammatical and morphological levels (Alujević Jukić &amp; Brešan, 2010; Sironić Bonefačić, 1990). In this paper we focus on the negative transfer of lexical elements from L1 Croatian to L2 Italian by analyzing the most frequent errors occurred in the oral productions of a group of intermediate (CEFR levels B1-B2) Croatian-speaking learners (approximately 40 students). Our analysis shows that the Croatian L1 significantly affects the choice of lexical structures and words in Italian L2. Indeed, during the oral production in L2 language, we noticed that errors are mostly calques, substitutions and use of lexical structures based on L1 linguistic model. The examination of the negative transfer reveals useful to draw both didactic and learning suggestions, which can be beneficial for the whole language learning process. For learners, the implication is the possibility of developing and strengthening a strategy to memorize lexical words and structures. In doing so, they can be helped by different activities during the lesson, such as contrastive demonstrations of errors in both the languages involved, cloze tests, as well as presentations of the texts that are being studied. We therefore suggest that teachers should model their didactic approach by focusing more on systemic errors related to the structures already learnt by the student (Cattana Nesci, 2004).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2958]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2665">
    <dcterms:title><![CDATA[Cultural Diplomacy in Foreign Language Teaching: Some Evidences from the Teaching of Portuguese as a Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[In an increasingly multi-territorialized and interdependent world, where technology plays an important role through many mass media services, people are getting more in touch with one another than ever before. This provides the possibility to overcome geographical boarders in order to build new relationships that foster mutual interests in economical and socio-cultural aspects from different countries. However, not only official diplomats are in charge of this exchange. As many language instructors are hired to teach in partner countries, they can all be considered independent, public or cultural diplomats who mediate interaction between cultures (or countries) through the teaching of a target language. Therefore, instructors will have to provide the students with information about socio-cultural aspects, rather than only linguistic ones, related to the people who speak the target language. This means that the instructor’s task is not teaching language itself, but teaching beyond language, incorporating topics related to the students’ interests. Besides that, as any good diplomat, instructors also have to know how to act in the culture they are in. For this reason, they must also be determined to learn about the other culture and language so that they can promote a fair positioning of the language sought. This study focuses on this topic illustrating real life situations experienced by how instructors of Portuguese as a Foreign Language (PFL) act as cultural diplomats of their language in an international setting. Considering that Portuguese has been growing in China due to bilateral agreements this country has with some Portuguese speaking nations (specially Brazil, Angola, Mozambique and Portugal), we intend to discuss which actions the PFL instructors (native and non-native ones) must perform to be considered cultural diplomats of this language in a setting like Macau, where Portuguese is starting to be seen as a global rather than a local language. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[962]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2850">
    <dcterms:title><![CDATA[Cultural diversity as a key factor in planning foreign language teaching policy  in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosnia and Herzegovina is a multiethnic and multicultural community which has  traditionally displayed deep sensitivity to the need for appreciation, promotion, learning,  connecting, and preservation of the different cultures. The aim of the paper is to indicate the  multilayered nature of the cultural identity of Bosnia and Herzegovina as well as the fact that  cultural, traditional, and religious diversity, as well as the civilisation imbuement with the  elements of the European and Oriental-Islamic culture have strongly affected the planning of  foreign language teaching policy in this country for centuries. Having been subjected to strong  political and cultural influences both from the East and the West, Bosnia and Herzegovina  opens up possibilities for combining European and Oriental languages by applying modern  curricula at primary schools. The primary goal is for the students to encounter cultures of  entirely different regions and to be taught tolerance, understanding, and appreciation for what  is foreign and different by establishing a correlation among those cultures themselves and a  correlation between those and their native culture. The paper also addresses a close  relationship between a foreign language and culture of the people using that language and  indicates the necessity to teach a foreign language by teaching elements of foreign culture.  Such a method introduces a student to the process of intercultural learning of a foreign  language and produces a positive effect on the development of the student&#039;s cultural  communication competences. BiH has shown strong tendencies towards harmonising the  foreign language curricula with modern European concepts of foreign language teaching and  learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[549]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2490">
    <dcterms:title><![CDATA[Cultural mediation and scientific mission of the Tokugawa interpreters]]></dcterms:title>
    <dcterms:abstract><![CDATA[With the arrival of English and Dutch ships, European culture began to flow in Japan from the first years of the 17th century through other means respect to those already established by the Iberian mercantilism and the Catholic missionarism. Since the arrival of the first Westerners, the Japanese received a great quantity of new knowledge, mainly through Nagasaki, and it derived from the same members of the Dutch East India Company, the officers and the crews of the ships. Since the beginnings, and increasingly from the first decades of the 18th century, a high number of intellectuals and artists, not only merchants, frequented Nagasaki and they got in touch with the Europeans and the Japanese interpreters. The number of the interpreters was more than 120 already at the end of 17th century and their number became constant (about 150) during the 18th century: a significant number to spread the various aspects of the European culture. Furthermore, the interpreters approached the agency and the Dutch ships, but also the guardians, officials and workers of Deshima/Nagasaki, in contact every day with European people and things. So, the increasing curiosity for Europe became more and more diffused in the population and opened to new interests that concerned the most different fields. Sciences, arts, techniques, started to be object of the investigations of the scholars called rangakusha (experts of Dutch studies) and they promoted a vast presentation of the European scientific and humanistic culture. But above all it was the command of the Dutch language or at least the ability to read those texts that allowed realizing and spreading the principal knowledge. In this, as we will see in this paper, the Japanese interpreters play the most important role with the realization of the first dictionaries, glossaries and grammars of the Western languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[868]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2049">
    <dcterms:title><![CDATA[Cultural Perception as a Part of Cultural Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: topoi, argumentation, discourse analysis, Austrio-Hungarian monarchy, Bosnia and Herzegovina  ABSTRACT  Intercultural competence has become very prominent after the occurrence of the EU and globalization in general. However, one should not forget that intercultural competence is formed not only by contacts that are modern, but also by those that occurred much earlier among cultures, so that its roots must be also investigated from the historical perspective. This paper wants to show the acquisition of intercultural competence at its very onset, ie, from a historical perspective. Views that are created during the cultural contact have shaped the attitudes and determined perceptions which are an important part of intercultural competence. Cultures involved in the investigation are the Austro-Hungarian monarchy and Bosnia and Herzegovina. In order to investigate this contact, the paper analyzes articles in daily press at the time of the Austro-Hungarian rule in Bosnia and Herzegovina. The method used in this paper is based on the analyse of the argumentative forms or patterns, ie topoi by which expressions that implicitly or explicitly refer to the contact of these two cultures can be extracted from the text.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1696]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1123">
    <dcterms:title><![CDATA[CULTURE OF DOMINATION AND DISCRIMINATION IN SHAKESPEARE’S PLAY THE MERCHANT OF VENICE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Mainly, the paper will show how a Christian virtue of mercy is perverted. The play The Merchant of Venice is a criticism of the hypocritical betrayal of Christianity’s original concepts. The original ideas have been betrayed. What used to be a promise of universal love became a kind of gang love. It all comes down to ‘us’ against ‘them’. Christians tend to hate those who are not Christians, just because they do not believe in their Christian god. In the beginning of the paper, a short general text on human psyche will be given making it clear why human beings behave aggressively and choose to serve Thanatos instead of Eros. Is aggressiveness situated in our innate nature or something else makes us cruel according to Edward Bond? More importantly, why do we tend to discriminate other human beings just because they happen to be different from us in any way? The paper also deals with the question of whether there is such a concept as ‘universal religion’ according to Carl Gustav Jung, who claims that man is a spiritual human being who can stand the most incredible hardships when he is convinced that they make sense; otherwise, he is just taking part in a “tale told by an idiot”.  Furthermore, one of the main protagonists of the play, Shylock, is portrayed as a common villain, and the paper will explain the causes of his aggressive beahaviour, whether he was born aggressive or his behaviour is just a natural reaction to what has already happened to him. Finally, the paper will give answers to all the question mentioned above, and will also make some general conclusions.     Keywords: culture, domination, discrimination, a Christian virtue of mercy, religion]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3558]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1234">
    <dcterms:title><![CDATA[CULTURE TECHNIQUES OF TILAPIA FOR SUSTAINABLE AQUACULTURE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords:Tilapia, reproduction, aquaculture, aquaponics.  ABSTRACT  In order to close the food gap resulting from population growth, cheaper and more quality producible species gain importance in the world. Since tilapia has a lot of positive characteristics desired for culture, they are among the significant species and have a rising value. Tilapia is known to have about 100 species and its culture began in Africa and spread to many other countries. There may be some problems in tilapia culture including the tropical regions to which they are indigenous. Tilapia species are not found in Turkey’s natural waters but studies towards their culture began in 1970s. Although a lot of scientific research has been conducted, required levels have not been reached yet.  In this study, information regarding the general characteristics of tilapia, reproduction biology, production techniques, and problems in aquaculture and their use in aquaponic system has been presented.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2077]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2233-1565     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>